Early Modern Period Digital Performance Task

Noah Griffin
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Question 1

Feature

The Early Modern Period, c. 1450 to c. 1750

Source-Analysis Tasks

Directions: Closely read and examine the sources provided in order to complete a series of source-analysis tasks that result in a thesis statement and multiparagraph outline. The sources and tasks relate to the following evidence-based prompt:

Compare how maritime and land-based empires built and maintained power during the early modern period.

Task A: Analyze the prompt and sources
Focus: Break down the prompt, access prior knowledge, and examine the evidence

Task B: Build the thesis from evidence
Focus: Synthesize the evidence, generate initial claims, and draft and contextualize the thesis

Task C: Create an essay outline
Focus: Write an introductory paragraph and outline body paragraphs using topic sentences and supporting details

Note: The following sources have been edited for the purposes of this performance task.

SOURCE 1

Diary of Nicolo Barbaro, a Venetian surgeon present at the Siege of Constantinople by the Ottoman Empire, 1453

But still these evil Turks did not cease at any hour of the day or the night bombarding the gate, where the repairs had been made, with all their force: their whole strength was concentrated on this gate, with shots from their great cannon, which had a circumference of fifteen palme,* from their other cannon, and also from great numbers of guns, countless bows and many hand guns which continually fired at those who were making the repairs.

*Roughly 12 feet

SOURCE 2

Primary flow of silver 1570–1750

A physical style map shows the Primary flow of silver around the world. Spanish America is marked in the North and south American continents. Major silver mines are denoted by 2 dots placed at Spanish America and Japan. Primary flow of silver, marked by a solid colored route map is shown as follows: From Major mine at Spanish America, silver flowed towards Manila, Philippines and towards European countries. It also followed African sub continent's coastline and reached southern Asia. From major mine in Japan, the silver flowed towards Chinese mainland.

SOURCE 3

“Akbar Receives Gifts from the Ambassadors of Badakhshan,” an illustration from the Book of Akbar, a biography of Mughal Emperor Akbar the Great written by his court historian, c. 1603. Badakhshan was a region in Central Asia.

 An illustration showing Akbar receiving Gifts from the Ambassadors of Badakhsha. This illustration is taken from the Book of Akbar, a biography of Mughal Emperor Akbar the Great written by his court historian, in around 1603. The illustration shows the emperor sitting on his throne, surrounded by his ministers and courtiers. People standing in front of Akbar hold various gifts in their hands and seem to be offering them to the emperor. A courtier is shown to be writing something on a piece of paper while several others are involved in playing different musical instruments. There are two people towards the end of the illustration who are shown holding two decorated horses.

Chester Beatty Library: Dublin

SOURCE 4

The “Sacred Edict,” which was adopted by the Qing Dynasty as a set of rules to govern all territories under the emperor’s control, c. 1670

  • Esteem most highly family devotion and brotherly submission, in order to give due importance to human moral relations.
  • Cultivate peace and concord in your neighborhoods, in order to prevent quarrels and litigations.
  • Do away with errant teachings, in order to exalt the correct doctrine.
  • Lecture on the laws, in order to warn the ignorant and obstinate.
  • Explain ritual decorum and deference, in order to enrich manners and customs.
  • Warn against sheltering [army] deserters, in order to avoid being involved in their punishment.
  • Promptly pay your taxes, in order to avoid being pressed for payment.

SOURCE 5

Sir William Temple, Observations upon the United Provinces of the Netherlands, c. 1668

The great application of the Dutch Provinces to the fishing trade off the coasts of England and Scotland employs an incredible number of ships and seamen and supplies most of the Southern parts of Europe with a rich and necessary commodity.

Lastly, I shall mention the mighty advance they have made towards controlling the whole commerce of the East Indies through their successes against the Portuguese and their many wars and victories against the natives. The Dutch have forced the natives to sign treaties of commerce, exclusive to all other nations, and to allow forts to be built upon straits and passes that are the entrances into the shipping lanes of the islands of Indonesia. This has been achieved by so many of their people and mariners manufacturing every year so many great ships for such voyages.

By its conduct and application, the Dutch East India Company has managed Indonesia like a commonwealth rather than a trade. They have raised a state in the Indies, governed by a company, but otherwise functioning like a sovereign state, making war and peace with the greatest local kings and able to bring to sea forty or fifty war boats and thirty thousand men by the lowest estimate.

SOURCE 6

Detail of Giuseppe Castiglione’s painting of Kazaks offering horses in tribute to Emperor Qianlong, c. 1757

An illustration shows the details of Giuseppe Castiglione’s painting of Kazaks offering horses in tribute to Emperor Qianlong, around 1757. The illustration shows the emperor sitting on a chair placed on a raised platform, with his courtiers standing by his either sides. Kazak men are standing in front with a sturdy white horse to be given as an offering. One of the Kazak men is shown kneeling down in front of the emperor with his head bowed, almost touching the ground.

World History Archive / Alamy Stock Photo

SOURCE 7

From Adam Smith, The Wealth of Nations, 1776

The maintenance of this monopoly on trade with the American colonies has until now been an important, or perhaps the only, aim of British dominion over her colonies. The Spanish war, which began in 1739, was principally a colony quarrel. Britain’s main objective in the war was to prevent the search of British ships which carried on an illegal trade with the Spanish colonies. This whole experience is, in reality, a bounty which has been given in order to support a monopoly.

The Early Modern Period, c. 1450 to c. 1750

TASK A: ANALYZE THE PROMPT AND SOURCES

Compare how maritime and land-based empires built and maintained power during the early modern period.

Question 1

Analyze the prompt

1. List the key words in the prompt. What is the topic of this prompt? What are you being asked to write about?


Question 2

2. What do you know about this topic? List examples of prior knowledge that are relevant to this prompt.

Question 3

Analyze the documents

3. Use the text boxes below to record details and evidence from the sources that may be relevant to the characteristics of maritime or land-based empires during the era. Be sure to include information from Sources 1–7 in the boxes below as well as additional details from outside the sources in the last box.

Source 1 Relevant details and evidence:

Source 2 Relevant details and evidence:

Source 3 Relevant details and evidence:

Source 4 Relevant details and evidence:

Source 5 Relevant details and evidence:

Source 6 Relevant details and evidence:

Source 7 Relevant details and evidence:

Related details from outside the sources:

The Early Modern Period, c. 1450 to c. 1750

TASK B: BUILD THE THESIS FROM EVIDENCE

Compare how maritime and land-based empires built and maintained power during the early modern period.

Question 4

Synthesize the evidence

1. Review the details and evidence notes you recorded in Task A. Reorganize this information to illustrate the most significant characteristics that are unique to each type of empire as well as characteristics that are common to both types of empire.

Unique characteristics of maritime empires and their use of power:

Unique characteristics of land-based empires and their use of power:

Characteristics both types of empires had in common regarding their use of power:

Question 5

Plan your thesis

Select the position below that you believe has the strongest evidence to support it.

Question 6

2. Write two strong claims that support your choice above. Include these claims when you write your thesis. They will also serve as topic sentences for your first two body paragraphs.

Question 7

3. Revisit your notes on the sources. What is the most compelling counterclaim to your position? What will your thesis need to acknowledge regarding this counterclaim? Your answers to these questions will shape your topic sentence for your final body paragraph.

Question 8

Plan your thesis in the space below. Consider the following questions as you draft and refine your sentence(s):

  • Have you directly and completely addressed the prompt?
  • Does your thesis go beyond the simple position chosen above to reflect the claims and counterclaims you developed?
  • Do you need to use multiple sentences or words like while or although to clearly express both similarities and differences while maintaining a clear position?

Question 9

Contextualize your thesis

What additional information would help set the stage for your overall argument? List one or two relevant early modern-period trends or developments that will contextualize your thesis.

The Early Modern Period, c. 1450 to c. 1750

TASK C: CREATE AN OUTLINE

Compare how maritime and land-based empires built and maintained power during the early modern period.

Question 10

Organize and expand on your work from tasks A and B using the following outline. For the context, thesis, and topic sentences of your paragraphs, write in complete sentences. For supporting evidence, write brief notes in the form of words, phrases, or abbreviations.

Introduction (contextualize your position and state your thesis)

Context:

Thesis:

Body paragraph 1 (first claim that supports your position)

Topic sentence:

Supporting evidence (brief notes):

Body paragraph 2 (second claim that supports your position)

Topic sentence:

Supporting evidence (brief notes):

Body paragraph 3 (counterclaim)

Topic sentence:

Supporting evidence (brief notes):

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Assignment name: Early Modern Period Digital Performance Task: Question 1: Task A